LS 



May, 1920 



Number 176 



THE UNIVERSITY OF 

NORTH CAROLINA 

RECORD 




Extension Series no. 37 



FURTHER USE OF STANDARD TESTS AND SCALES 

AS A BASIS FOR A CO-OPERATIVE 

RESEARCH PLAN 



PUBLISHED MONTHLY BY THE UNIVERSITY 

Entered as Second-class'Matter at the^.Postoffice at 

CHAPEL HILL, N.[C. 

1920 



Mnnoerai;; 



EXTENSION SERIES BULLETINS 



1. A Professional Library for Teacliers in Secondary Scliools. 1913. 

Price, 25 cents. 

2. Addresses on Edncation for Use in Declaiming, Essay Writing, 

and Beading. 1913. Price, 25 cents. 

8. Cobperatire Institutions Among tlie Farmers of Catawba County. 

1914. Price, 25 cents. 

9. Syllabus of Home-County Club Studies. 1914. Price, 25 cents. 
12. Tlie Teaching of County Geograpliy. 1915. Price, 25 cents. 

21. Measurement of Acliierement in the Fundamental Elementary 
School Subjects. 1917. 

22. Public Discussion and Debate. 1917. (E«Tised.) Price, 25 cents. 

23. The North Carolina Club Tear Book, 1916-1917. Price, 25 cents. 
25. Local Study Clubs. 1917. Price, 25 cents. 

27. Standard Educational Tests and Measurements as a Basis for 
a Cooperative Eeseai'ch Plan. 1918. Price, 25 cents. 

29. Comparatiye Results of a State-wide Use of Standard Tests and 

Measurements. 1918. Price, 25 cents. 

30. The North CaroUna Club Tear Book, 1917-1918. Price, 75 cents. 

Cloth— price, $1.25. 

31. Compulsory Military Training. 1918. Price, 25 cents. 

32. A Study of the Public Scliools in Orange County, North Carolina. 

1919. Price, 25 cents. 

34. Immigration Restriction. 1919. Price, 50 cents. 

35. State Reconstruction Studies of tlie North Carolina Club of Uni- 

versity of North Carolina. 1919. Price, 25 cents. 

36. Plays for Amateurs. 1920. Price, 25 cents. 

37. Further Use of Standard Tests and Scales as a Basis for a Coop- 

erative Research Plan. Price, 25 cents. 



For information, address 



BUREAU OF EXTENSION 

University of North Carolina 

Chapel Hill, N. C. 



THE UNIVERSITY OF 

NORTH CAROLINA 

RECORD 



MAY, 1920 
NUMBER 176 




Further Use of Standard Tests and Scales as 
a Basis for a Co-operative Research Plan 



By 

L. A. Williams, Pd. D. 
Professor of School Administration 



Published Monthly by The University 

CHAPEL HILL 

1920 



w^ 



30'^'^ 



^i 



The Bureau of Extension of the University 
of North Carolina 



V 



The University of North Carolina through its Bureau of Extension offers 
to the people of the State: 

I. General Information: 

Concerning books, readings, essays, study outlines, and subjects of 
general interest. Literature will be loaned from the Library upon 
the payment of transportation charges each way. 

IL Instruction by Lectures: 

Popular or technical lectures, series of lectures for clubs or study 
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penses of the lecturer. 

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Through the High School Debating Union, special bulletins and hand- 
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plays, pageants, and festivals. 

For full information, address THE BUREAU OF EXTENSION, 

Chapel Hill, N. C. 



n. 0t M>. 

NOV 2 ,^23 



Further Use of Standard Tests and Scales as a 
Basis for a Co-operative Research Plan 



Introduction 

During the college year 1917-18 the Department of School Administration 
in the School of Education began a plan of cooperative research with certain 
public school systems in North Carolina using a series of standard tests and 
scales in subject-matter looking toward the establishment of state standards 
in certain subjects taught in the public schools. As a result of this plan two 
bulletins were issued, Extension Series No. 27 and No. 29, giving the results 
of the fall and spring tests respectively for that year. It was a part of the 
original plan that this work should be done each year, but due to the influenza 
epidemic and to war conditions it wa,s not found possible to carry on this work 
during the college year 1918-19. The present bulletin contains the results 
of the fall series of tests given for the current spholastic year as the renewal of 
the plan set forth in the bulletin Extension Series No. 27. No attempt is 
made in this present bulletin to compare the results with the results of the 
first year because the comparison would be unfair, due to the lapse of time 
between the studies. 

Blethod of Arrangement 

The first set of tables gives the median score for each grade for the October 
series of tests. These tables are designated Al, A2, A3, and A4. 

Another set of tables appears .o? tables Bl, B2, B3, etc., to B13, which gives 
median results in each subject gra . ^y grade for the October series of tests. 
These two sets of tables give an opportunity of seeing the results by grades 
and also the results by subjects. 

Table C summarizes the results, giving side by side the state median and 
the standard median for each subject in each grade. The summary table, 
that is, compares the different systems grade by grade and subject by subject 
with the standards as determined throughout the United States. 

As in the previous studies each system is given a letter and that system is 
designated throughout this study by its letter instead of by its name. In this 
way an effort is made to make impossible the use of the published results to 
humiliate any system or to criticize unduly or unjustly in comparison with 
any other. 

Only summaries of the results in each entire system are given. The pre- 
liminary tabulations, score sheets, and original papers are on file in the office 
of the Department of School Administration, but it is not deemed necessary 
to publish these prehminary tabulations. 



4 Use of Standard Tests and Scales 

The Grade Tables 

The first set of tables has been called for the sake of convenience " Grade 
Tables." The following symbols and meanings are used throughout this set 
of tables: The column marked I gives the rate of reading as measured by 
the Courtis Reading Test No. 2, Series R. The column marked II gives the 
index of comprehension in reading as measured by the'same test. The columns 
marked Ilia, IVa, Va, Via give the rate of work in addition, subtraction, 
multiplication, and division respectively in arithmetic as measured by the 
Courtis Arithmetic Test, Series B. The columns marked Illb, IVb, Vb, VIb 
give the accuracy of work in the four fundamentals in arithmetic mentioned 
above as measured by the same tests. The column marked VII gives the 
score in spelling as measured by the Ayres Spelling Scale for the respective 
grades. The column marked Villa gives the rate of work in reasoning as 
measured by the Stone Reasoning Test. The column marked Vlllb gives the 
accuracy in reasoning as^measured by the same test. The column marked with 
the letter S designates the'score, the column marked with the letter X desig- 
nates the school making that score. 

In some of the schools errors were made either in giving the test or in failing 
to foUow instructions^and where such a condition prevails the letter desig- 
nating the school appears but no score is included and that school is not 
counted in computing the median. 



A Basis for a Cooperative Kesearch Plan 



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Use of SxAifDARD Tests and Scales 



According to the results obtained by these tests in the systems whose scores 
were available, only one system has a fourth grade which as a whole reads 
with standard speed and only one reads with a standard index of comprehen- 
sion. In one system the grade is able to reach standard score in rate of addi- 
tion and in another system the standard score in multiplication is reached. 
No fourth grade makes standard speed in subtraction or in division and in no 
system does the fourth grade reach standard accuracy in any of the four funda- 
mentals in arithmetic. Also according to this record there would seem to be 
some ground for the assertion made by so many of the school patrons that 
school children are not taught to spell since no fourth grade does standard 
work in spelling. 



A Basis for a Cooperative Research Plan 



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Use of Standard Tests and Scales 



In the fifth grades as testsed there seems to be a little progress, yet one can- 
not help but question how much of this progress is due to the teaching and how 
much is due to normal maturing of the children. Four systems reach standard 
in rate of reading and three reach the standard index of comprehension. No 
system is able to do standard work in arithmetic either in rate or in accuracy 
and in fact the most of the systems are very poor in the accuracy of their work 
in arithmetic. In spelling two systems reach or exceed standard but evidently 
fifth grade children throughout the state are not being successfully taught how 
to thinli out and think through a problem. Not only are the children slow in 
thinking about reasoning problems but even v.'hen they take considerable time 
they are very inaccurate in their thinking. This is psychologically perhaps 
the characteristic which distinguishes the reasoning of children from the rea- 
soning of adults, i.e. inaccuracies, but the results obtained in these tests seem 
to indicate a most unusually high degree of inaccuracies. 



A Basis fok a Cooperative Research Plak 



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10 . Use of Standard Tests and Scales 



While the fifth grade reports seem to show some progress and development 
in the degree to which the systems tested were able to reach standard results, 
that progress does not continue through the sLxth grade. No system is able 
to reach standard rate of reading in the sLxth grade although five reach the 
standard index of comprehension. The arithmetic scores in the four funda- 
mentals are all very low both in the rate of work and in the accuracy of results. 
Not a single system makes standard scores in any of the four fundamental 
processes. The ability of sixth grade children to spell accurately is very low 
as well as their ability to handle problems involving reasoning. 



A Basis for a Cooperative Research Plan 



11 





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12 Use of Standard Tests and Scales 

Aj comparison of grade seven in these systems with grade four shows some 
progress but not nearly standard progress through these grades. Because of 
this one is led to beheve that the schools and the school system is not perform- 
ing its function as creditably as it ought. Children without going to school 
will mature in several directions and it seems as though the children in these 
systems would have matured and developed subject-abilities about as fast if 
they had not been in attendance upon school as they do develop when measured 
according to these tests. 

It is particularly interesting to consider the very low scores made by these 
systems and particularly by the seventh grades in the Stone Reasoning Test. 
Supposedly when these children in the seventh grade leave that grade they are 
ready for high school work. The results of measuring the reasoning abilities 
of seventh grade children in these systems as revealed by columns Villa and 
Vlllb would lead one to question the ability of the graduates of these elemen- 
tary schools to handle successfully high school work. From these results 
there would seem to be ample ground for the complaint of high school teachers 
that children are not taught in the elementary school to think. 

This result coupled with the very poor scores made in the mechanics of 
elementary school work shows very clearly one reason for such heavy pupil 
mortality in the four years of high school work. If pupils come to the high 
school poorly equipped both in the tools for study and in the process of acquir- 
ing new knowledge it is inevitable that these pupils will become discouraged 
early in their high school career and leave school with their education hardly 
begun. 

The Subject Tables 

The following tables present the scores as made by these several systems in 
the different tests grade by grade. While the previous set of tables gave a 
cross section of the quality of work done by the several systems iji each grade 
this set of tables gives a cross section of the quality of work done in each sub- 
ject throughout the system. 

No comment is necessary for these tables since it is easy for anyone to follow 
the progress and development of work throughout a system in any given 
subject by merely tracing the letter representing that system through the 
several grades; for instance system "D" in rate of reading ranks second in 
grade four, sixteenth in grade five, ninth in grade six, and fifth in grade seventh, 
showing irregular as well as uncertain progress. Again system "I" makes no 
report for grade four, ranks tenth in grade five, eighth in grade six, and sixth 
in grade seven showing consistent progress through the several grades. In this 
same way any system can be traced through the several subjects for the several 
grades. 



A Basis for a Cooperative Research Plaist 



13 



Table B1 — Rate of Reading 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score 


School 


Score 


School 


Score 


School 


Score 


School 


1 


140 
136 
129 
129 
126 
114 
114 
110 
108 
100 
99 
97 
96 
84 
64 
64 


P' 
D 
E 
F 
X 
N 
V 
J 
H 
U 
G 
B 
K 
L 
M 
C 
O 
A 
I 


202 
191 
175 
175 
163 
157 
157 
141 
131 
128 
128 
115 
109 
102 
101 
101 
70 
No 
Scores 


E 
V 
P 

u 

N 

F 

H 

K 

X 

I 

J 

G 

B 

L 

M 

D 

C 

O 

A 


189 
185 
180 
170 
168 
168 
166 
163 
159 
154 
153 
150 
121 
101 
93 
73 

"No" 
Scores 


E 

P 

F 

N 

J 

X 

L 

I 

D 

V 

K 

G 

M 

B 

C 

H 

O 

A 

U 


273 
240 
222 
208 
196 
193 
187 
186 
184 
184 
169 
143 
111 
95 
60 

"No" 
Scores 


X 


2 


E 


3 . 


V 


4 


P 


5 


D 


6 


I 


7 


G 


8 


J 


9 


K 


10 


' N 


11 


L 


12 


M 


13 


B 


14 


H 


15 


C 


16 





17. 


A 


18 


No 
Scores 


F 


19 


U 








State Median 


109 
145 




131 
168 




161 
191 




186 

* 













*There is no standardized score as yet for the seventh grade in the Courtis Reading Test. 



Table B2 — Comprhhension in Reading 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score 


School 


Score School 


Score 


School 


Score 


School 


1 


90 
86 
82 
81 
80 
80 
76 
75 
75 
73 
71 
68 
67 
64 
56 


G 
E 
F 
N 
P 
L 
J 
V 
B 
K 
M 
H 
D 
X 
C 

u 


A 
I 


100 
94 
93 
92 
90 
89 
88 
87 
85 
84 
83 
82 
81 
80 
78 
61 

No 
Scores 


B 

V 

F 

K 

P 

M 

N 

C 

J 

I 

X 

E 

D 

G 

L 

H 

U 



A 


100 
97 
96 
96 
95 
93 
93 
93 
92 
91 
91 
91 
89 
86 
80 
63 

No 
Scores 


X 

H 
V 
C 
B 

N 

F 

J 

K 

E 

I 

P 

D 

L 

G 

M 

U 



A 


100 
97 
97 
96 
96 
94 
94 
93 
91 
91 
89 
87 
86 
84 
/8 

"No" 
Scores 


B 


2 


X 


3 . 


V 


4 


K 


5 


J 


6 


I 


7 


P 


8 


N 


9. 


L 


10 


D 


11 


E 


12 


G 


13 


C 


14. 


H 


15 


M 


16 


U 


17 


O 


18 


No 

Scores 


A 


19 


F 








75 
89 




87 
93 




93 

95 1 


** 




Standard — 













* In school U instructions were not followed and it was necessary to dicard the scores. 

** There is no standardized score as yet for the seventh grade in the Courtis Reading Test. 



14 



Use of Standard Tests and Scales 



Table B3 — Rate in Addition 



Rank 


Grade 4 


Grade 6 


Grade 6 


Grade 7 




Score 


School 


Score 


School 


Score 


School 


Score 


School 


1 


6 
5 
5 
5 
5 
4 
4 
4 
4 
4 
4 
3 
3 
3 
3 
2 


F 

P 
V 
U 
N 
A 
D 
G 
J 
X 
K 
M 
B 
C 
L 
E 
H 
I 


7 
6 
6 
6 
6 
6 
5 
5 
5 
5 
5 
5 
4 
4 
4 
4 
3 
No 
Scores 


F 

A 

G 

V 

U 

X 

K 

N 

P 

D 

C 

J 

L 

B 

I 



H 


9 
8 
7 
7 
7 
7 
6 
6 
6 
6 
6 
6 
6 
5 
5 
5 
4 
No 
Scores 


D 

J 

F 

G 

I 

U 

K 

N 



P 

A 

V 

X 

L 

B 

C 

M 

e 

H 


8 
8 
8 
8 
8 
7 
7 
7 
7 
6 
6 
6 
6 
5 
5 

"No"" 

Scores 





2 


I 


3 


J 


4 


V 


5 


u 


6 .. 


K 


7 


N 


8 


c 


9- 


X 


10 


L 


11 


M 


12 


P 


13 


A 


14 


B 


15 


D 


16 


E 


17. 


F 


18. 


No 
Scores 


G 


19 


H 






State Median . 


4 
6 




5 

8 




6 
10 


7 
11 




Standard-. 









Table B4 — Accuracy in Addition 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score 


School 


Score 


School 


Score 


School 


Score 


School 


1 


55 
50 
50 
41 
40 


F 
O 
J 
X 
V 


65 
62 
62 
60 
55 
50 
50 
50 
49 
43 
40 
40 
34 
34 
33 
25 
20 
No 
Scores 


X 

B 

F 

J 

D 



G 

V 

U 

K 

N 

P 

L 

M 

I 

C 

A 

e 

H 


75 
67 
67 
67 
67 
66 
66 
62 
60 
50 
50 
49 
42 
42 
37 
28 
25 
No 
Scores 


J 

L 

N 

B 

C 

D 

F 

X 



K 

P 

U 

A 

V 

I 

G 

M 

E 

H 


100 
80 
75 
74 
73 
71 
70 
70 
67 
67 
63 
57 
50 
50 
40 
No 
Scores 


c 


2. 


u 


3 


J 


4 


K 


5 


X 


6 


37 TT 


I 


7 


33 

33 

29 

25 

25 

25 

20 








K 
A 
B 
N 
P 
G 
D 
L 
M 
C 

e 

H 
I 


o 


8 


V 


9 


B 


10 


D 


11... 


N 


12.. 


M 


13 


p 


14 


A 


15... 


L 


16 


E 


17 


F 


18 


No 
Scores 


G 


19 


H 






State Median 


31 
100 




49 
100 




60 
100 




70 
100 




Standard-- . 









A Basis for a Cooperative Research Plan 



15 



Table B5— Rate in Subtraction 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score 


School 


Score 


School 


Score 


School 


Score 


School 


1 


5 
5 
5 
5 
5 
5 
4 
4 
4 
3 
3 
3 
3 
3 
2 
1 
No 
Scores 


N 

F 
G 
J 
U 
P 
C 
X 
K 
A 
B 
D 
V 
M 
L 
E 
H 
I 


7 
6 
6 
6 
5 
5 
5 
5 
5 
5 
5 
5 
4 
4 
4 
3 
3 
No 
Scores 


F 

K 

P 

U 

N 

O 

A 

D 

G 

I 

J 

V 

B 

C 

X 

L 

M 

E 

H 


8 
8 
8 

6 
6 
6 
6 
6 
6 
5 
No 
Scores 


F 

J 

V 

L 

O 

D 

C 

G 

I 

U 

K 

M 

N 

P 

A 

X 

B 

E 

H 


10 
10 
9 
9 

8 
8 

6 
5 
5 
5 

No 
Scores 



V 


2 


3 


T 


4 


X 


5 


I 
u 


6 


7 


K 
L 


8 


9 


N 


10 


p 


11... 


c 


12.. 


D 


13 _ 


M 


14 


A 


15 


B 


16 


E 


17 . 


F 


18.. 


G 


19 


H 








State Median 


4 

7 




5 
9 




7 
11 




7 
12 













Table B6 — Accuracy in Subtraction 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score School 


Score 


School 


Score 


School 


Score 


School 


1. 


67 

34 

34 

34 

33 

30 

23 

21 

20 

20 

20 











No 

Scores 


K 
N 
O 
X 
F 
J 
A 
U 
P 
V 
G 
L 
M 
B 
D 
C 
E 
H 
I 


75 

67 

67 

66 

63 

60 

60 

58 

55 

50 

50 

50 

42 

25 

25 





No 

Scores 


J 
K 
G 

F 
X 

N 
A 
V 
D 

P 
B 
U 

c 
I 

L 
M 
E 
H 


75 
75 
75 
72 
70 
69 
58 
57 
56 
50 
50 
50 
50 
42 
42 
29 
20 
No 
Scores 


J 

V 

F 

O 

N 

B 

X 

U 

P 

K 

L 

D 

G 

A 

C 

I 

M 

E 

H 


81 
80 
80 
80 
75 
75 
75 
70 
67 
67 
67 
67 
57 
50 
50 
No 
Scores 


J 


2 .. .. 


N 


3.. . 


V 


4 


X 


5 


K 


6 


D 


7 


I 


8 


o 


9 


P 


10... 


A 


11 


B 


12 


u 


13 


c 


14 


L 


15 


M 


16 


E 


17 


F 


18 


G 


19 


H 








State Median 


21 
100 




55 
100 




56 
100 




70 
100 




Standard 









16 



Use of Stakdakd Tests and Scales 



Table B7— Rate in Multiplication 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score 


School 


Score 


School 


Score 


School 


Score 


School 


1 


7 
4 
4 
3 
3 
3 
3 
3 
3 
2 
2 




No 
Scores 


C 
F 
U 
K 
O 
P 
D 
G 
J 
A 
B 
L 
M 
V 
X 
N 
E 
H 
I 


7 
6 
6 
5 
5 
5 
5 
4 
4 
3 
3 
3 
3 
2 
2 
2 
1 
No 
Scores 


U 

c 

F 
K 
P 
D 

? 

X 

N 

O 

A 

V 

M 

B 

I 

L 

E 

H 


7 
7 
7 
6 
6 
6 
6 
6 
5 
5 
5 
5 
5 
5 
4 
4 
4 
No 
Scores 


D 

F 
J 
P 
G 

I 

V 

X 

K 

N 



A 

B 

C 

L 

M 

U 

e 

H 


10 
9 
7 
7 
6 
6 
6 
6 
6 
6 
6 
5 
5 
5 
5 
No 
Scores 


O 


2 


V 


3 


N 


4 


I 


5 


K 


6 


L 


7 


P 


8 


A 


9 


D 


10 


C 


11 


X 


12 . . 


M 


13 


B 


14. 


J 


15 


U 


16 


e 


17 ... 


F 


18 


G 


19 




H 








State Median 


3 
6 




4 

8 




5 
9 




6 

10 




Standard . 









Table B8 


—Accuracy in Multiplication 








Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score 


School 


Score 


School 


Score 


School 


Score 


School 


1 


37 
33 













No 
Scores 


U 
F 
K 
L 
M 
O 
P 
A 
B 
D 
C 
G 
J 
V 
X 

e 

H 

I 
N 


67 

52 

50 

50 

50 

35 

34 

33 

25 

25 

25 

25 











No 

Scores 


F 

U 

K 

P 

D 

X 

O 

A 

N 

B 

G 

J 

L 

M 

G 

I 

V 

e 

H 


72 
70 
67 
67 
65 
62 
60 
60 
60 
60 
60 
60 
53 
50 
50 
40 
25 
No 
Scores 


V 
F 
L 
B 
X 
D 
K 
N 

P 
C 
J 

u 

G 
I 
A 
M 

e 

H 


83 
80 
80 
77 
75 
70 
69 
67 
66 
61 
60 
60 
56 
50 
28 
No 
Scores 


C 


2 





3 


D 


4. 


N 


5 


B 


6. 


X 


7 


J 


8 


V 


9 


K 


10- 


I 


11 


L 


12^. 


P 


13 


U 


14 


A 


15 


M 


16 


e 


17 


F 


18 


G 


19 




H 








State Median 



100 




25 
100 




60 
100 




67 
100 




Standard- 









A Basis for a Coopeeative Research Plan 



17 



Table B9 — Rate in Division 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score School 


Score 


School 


Score 


School 


Score 


School 


1 . 


So few fourth 

grades took 

this test in 

division it was 

not considered 

worth while to 

tabulate the 

few reports 


5 
4 
4 
4 
3 
3 
3 
2 
2 
2 
2 
2 
2 
2 



No 
Scores 


P 
C 

F 

U 

K 

G 

J 

M 

N 

O 

A 

B 

I 

V 

L 

D 

X 

E 

H 


6 
6 
4 
4 
4 
4 
4 
4 
4 
3 
3 
3 
3 
3 
3 
2 
2 
No 
Scores 


P 

V 

K 

N 

O 

F 

G 

J 

U 

A 

B 

D 

C 

I 

X 

L 

M 

E 

H 


9 
8 
7 
6 
6 
5 
5 
5 
5 
4 
4 
4 
4 
4 
3 
No 
Scores 



Y 


2 


3 . 


X 

K 
P 
L 

N 
C 
U 
A 


4 


5 . 


6. 


7 


8 


9 


10 


11 


12 . . . 


D 

I 
J 
M 


13 


14 . . 


15 


16. 


E 


17- - 


F 


18 


G 


19.. . 


jj 






State Median .. 




2 
6 




4 

8 




5 




10 









Table BIO — Accuracy in Division 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score School 


Score 


School 


Score 


School 


Score 


School 


1 


So few fourth 

grades took 

this test in 

division it was 

not considered 

worth while to 

tabulate the 

few reports 


67 
64 
39 
37 
34 
20 











No 
Scores 


F 

A 
U 
P 

I 

M 

N 

B 

D 

C 

G 

I 

J 

V 

X 

E 

H 


82 
80 
75 
75 
57 
57 
52 
50 
50 
50 
50 
50 
50 
39 
33 


No 
Scores 


V 
N 
D 
F 
X 

u 



K 

L 

P 

B 

G 

J 

A 

I 

M 

C 

E 

H 


100 
100 
91 
90 
90 
88 
75 
75 
73 
67 
64 
50 
48 
41 
35 
No 
Scores 


B 


2 


c 


3 . 


V 


4 


u 


5 


X 


6 


K 


7 


p 


8 


D 


9 





10 . . 


N 


11 


J 


12 


L 


13. 


A 


14 


I 


15... 


M 


16 . . 


E 


17 


F 


18 


G 


19 


H 






State Median . 





100 




50 
100 




75 
100 




Standard 









18 



Use of Standakd Tests and Scales 



Table BU — Accubact in Spelling 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score School 


Score 


School 


Score School 


Score School 


1 


72 L 
68 V 
66 J 
60 H 


74 
73 
72 
64 
64 
63 
62 
56 
52 
52 
52 
52 
49 
39 
37 
33 
30 
27 
No 
Scores 


V 

F 

G 

O 

P 

C 

J 

L 

B 

K 

U 

X 

E 

A 

D 

H 

I 

M 

N 


It 

66 
61 
59 
58 
58 
57 
52 
52 
52 
41 
39 
38 
37 
34 
24 
No 
Scores 


L 

E 

X 

V 

H 

P 

J 

G 



C 

I 

K 

A 

D 

U 

B 

M 

N 

F 


77 
73 
72 
70 
67 
65 
63 
62 
60 
52 
50 
48 
46 
46 
43 
34 
28 
No 
Scores 


V 


2 


O 


3 


E 


4 


P 


5 


58 
57 
56 
55 
54 
52 
49 
48 
48 
45 
41 
38 
36 
No 
Scores 


P 
E 
G 
X 

K 
F 
B 
M 
D 
C 
A 
U 
N 
I 


J 


6 


G 


7 


X 


8 


D 


9 


I 


10 


L 


11 


K 


12 .... 


A 


13 


M 


14... 


C 


15 


U 


16... 

17 

18 

19 


B 
H 

N 
F 


State Median ... 


54 
73 


52 
73 




52 
70 


60 
76 





















Table B12 — Rate in Reasoning 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score School 


Score 


School 


Score 


School 


Score 


School 


1 


This test 

was not given 

in fourth 

grade 


5 
4 
4 
4 
3 
2 
1 
1 







No 
Scores 


K 

M 

P 

X 

L 

O 

E 

F 

B 

C 

D 

H 

I 

J 

A 

N 

G 

V 

U 


7 

i 

5 
5 
5 
4 
4 
2 
1 
1 
1 
1 




No 
Scores 


L 

K 

M 

P 

V 

U 

O 

X 

E 

A 

B 

C 

D 

G 

H 

I 

J 

N 

F 


8 
8 
7 
7 
5 
5 
5 
5 
4 
4 
4 
3 
3 
2 
2 
1 

No 
Scores 


J 


2.. 


V 


3 


L 


4 


P 


5 


M 


6... 





7 


I 


8. 


X 


9 


K 


10 


E 


11 


U 


12 


B 


13 


C 


14 


A 


15 


G 


16 . . - 


D 


17 


H 


18 


N 


19 


F 








In 5th grade 80' 
In 6th grade 80' 
In 7th grade 80' 





i 1 




2 






"o of pupils should score 5.5 or higher. 
"o of pupils should score 6.5 or higher. 
"^ of pupils should score 7.5 or higher. 









A Basis for a Coopekative Reseaech Plast 



19 



TABiE B13 — Accuracy in Reasoning 



Rank 


Grade 4 


Grade 5 


Grade 6 


Grade 7 




Score School 


Score 


School 


Score 


School 


Score 


School 


1 


This test 

was not given 

in fourth 

grades 


56 
52 
45 
40 
30 
25 
20 
18 
16 
15 
13 

s 




No 
Scores 



P 
K 
H 

L 
X 

M 
J 
F 

I 
E 
A 
B 
C 
D 
N 
G 
V 
U 


75 
68 
64 
63 
62 
60 
50 
50 
40 
35 
33 
27 
20 
20 
10 
10 
5 
No 
Scores 


V 



P 

K 

X 

U 

H 

L 

E 

J 

C 

I 

A 

M 

B 

D 

G 

N 

F 


100 
80 
77 
71 
71 
70 
69 
60 
46 
40 
40 
33 
31 
30 
23 
10 

No 
Scores 


u 


2 


K 


3 


X 


4 


P 


5 


V 


6 


E 


7... - . 


o 


8... 


c 


9. 


B 


10 


I 


U 


L 


12 


A 


13 


J 


14 


M 


15 


G 


16 


D 


17 


H 


18 


N 


19 


F 






State Median 







1 20 1 


31 




Standard 


In 5th grade 80% of pupils should score 75% or higher. 
In 6th grade 80% of pupils should score 80% or higher. 
In 7th grade 80% of pupils should score 90% or higher. 









20 Use of Standard Tests and Scales 



Taken in the large and looked at from the point of view of final results we 
have to admit that measured by national standards these systems as tested 
by this set of standard tests in subject-matter do not measure up well or credit- 
ably and the inevitable conclusion must be that these elementary schools are 
not doing their work as well as they ought to do it. 

There may be extenuating circumstances to explain this unfavorable show- 
ing, but for some of these circumstances we are directly responsible. School 
patrons and officers cannot be held responsible for the influenza epidemic any 
more than for the conditions growing out of the war which undoubtedly may 
have influenced the results of these tests. It would be well, however, if patrons 
and officials would consider the degree to which they are responsible for (1) our 
short school term, (2) insufficient teaching equipment, (3) lack of constructive 
supervision, (4) lack of standards and goals of attainment, and (5) irregular 
attendance of pupils, all of which are contributing factors of considerable 
influence in affecting the scores made by the children in these systems. The 
teachers in these systems might also with good reason examine more closely 
their methods of teaching and try to ascertain if they are doing their part in 
helping to give to the school children of North Carolina the equal opportunity 
for an education which is the right of every school child. 

Summary Table 

This table is prepared for the purpose of showing how these systems as 
measured by these tests compare in their attainments with standard scores 
in these same tests representing the work in elementary schools tliroughout 
the United States. The scores made by these systems in North CaroHna and 
reproduced here in summary might be used temporarily as a standard or goal 
of attainment for such systems in North Carolina as are not able at present 
to reach these results. They should not sei-ve, however, as a final goal of at- 
tainment, but only as a convenient mile stone along the way toward bringing 
our North Carolina schools to the place where they will rank creditably through 
these tests with other systems throughout the United States, 



A Basis fob a Cooperative Eeseakch Plan 



21 



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